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1.
Kerstin Haberkorn Kathrin Lockl Steffi Pohl Susanne Ebert Sabine Weinert 《Metacognition and Learning》2014,9(3):239-263
In metacognition research, many studies focused on metacognitive knowledge of preschoolers or children at the end of elementary school or secondary school, but investigations of children starting elementary school are quite limited. The present study, thus, took a closer look at children’s knowledge about mental processes and strategies in early elementary school aiming to extend findings on the respective age period. Therefore, at first, a new test that can be administered in group settings and that assesses a broad concept of children’s metacognitive knowledge in early elementary school was evaluated. Furthermore, analyses on the structure of metacognitive knowledge were carried out in cross-sectional as well as longitudinal analyses. In a longitudinal design, the new test instrument was administered to 870 children at the end of first grade and again one year later (N?=?720). Item Response models were used to evaluate the construct validity of the test. Test characteristics were checked based on different fit statistics, test fairness, and discriminant validity. In summary, the test exhibited good psychometric properties. Analyses on the dimensionality of the assessed metacognitive knowledge revealed that different strategies seemed to form rather distinct dimensions of metacognitive knowledge. However, these dimensions showed a rather homogeneous development from first to second grade. Impacts of the findings on theoretical considerations and on the theoretical understanding of metacognitive knowledge and further analyses with metacognitive competence data are discussed. 相似文献
2.
Jing-Ru Wang Shin-Feng Chen I. Fang Ching-Ting Chou 《International Journal of Science Education》2013,35(4):693-713
This study used a Chinese-language version of the Index of Science Reading Awareness to explore the science reading metacognition and comprehension of Taiwanese students. Structural equation modelling results confirmed the underlying model comprised three clusters of metacognitive knowledge: beliefs and confidence in science reading, knowledge of structure of science text, and knowledge of science reading strategies. The main contribution of the current research was to provide evidence about the relationship between metacognitive awareness and comprehension of science text. In addition, data comparisons to Canadian (British Columbia) benchmarks from the original development revealed that metacognitive awareness of science reading deteriorated from elementary to middle school in both countries, and there were no significant differences of metacognitive awareness of science reading between Canadian and Taiwanese students. Instructional suggestions for raising students' metacognitive awareness on science reading were discussed. 相似文献
3.
This research synthesis explores how academic achievement relates to two main components of self-regulated learning for students in elementary and secondary school. Two meta-analyses integrated previous findings on (1) the defining metacognitive processes of self-regulated learning and (2) students’ use of cognitive strategies. Overall correlations were small (metacognitive processes, r?=?0.20; cognitive strategies, r?=?0.11), but there was systematic variation around both of them. Five moderator analyses were conducted to explain this variation. Average correlations significantly differed based on the specific process or strategy, academic subject, grade level, type of self-regulated learning measure, and type of achievement measure. Follow-up tests explored the nature of these differences and largely support the hypotheses. Theoretical, methodological, and practical implications of these findings are discussed. 相似文献
4.
The research reported here employed a multiple-case study methodology to assess the online cognitive and metacognitive activities
of 15-year-old secondary students as they read informational texts and wrote a new text in order to learn, and the relation
of these activities to the written products they were asked to generate. To investigate the influence of the task, students
were required to perform two different tasks which differed in complexity and familiarity. The first task was reading a single
text and making a written summary of it, while the second consisted in reading two texts and making a written synthesis of
them. To gather information about how students construct meaning from informational texts, we asked students to think aloud
as they read and wrote in order to provide us with information about their comprehension and composition processes. We also
examined their reading and writing activities during the tasks. The results show that to a large extent secondary school students
lack the cognitive and metacognitive processes that would enable them to make strategic use of reading and writing. They also
show that, although there are no major differences in the way secondary school students tackle these different tasks, those
who create the most elaborate products evidence a more recursive and flexible use of reading and writing. The most obvious
conclusion as far as the repercussions of these findings are concerned is that there is an urgent need for work on tasks of
this kind in the classroom. 相似文献
5.
G. Wim Meijnen Nijs W. Lagerweij Peter F. de Jong 《School Effectiveness & School Improvement》2013,24(2):159-187
This ongoing Dutch study into the school careers of young children in elementary schools, facilitated by the Educational Priority Policy, has focused on the influence of school and class organization on linguistic and cognitive development. In this article, the development in word decoding, reading comprehension, and math of 3rd graders (6 years of age) is analyzed. The data are gathered in 28 elementary schools by means of tests, questionnaires, and logbooks. A multilevel analysis shows that for word decoding and reading comprehension differences in development caused by differences in instruction are very small. For math, on the contrary, there is a substantial proportion of variance at the class level. Instruction characteristics and years of experience by the teachers seemed to be important. 相似文献
6.
The importance of cognitive and language skills on reading and spelling development were investigated in a cross‐linguistic longitudinal study of 737 English‐speaking children (US/Australia) and 169 Scandinavian children (Norway/Sweden) from preschool to Kindergarten and Grade 1. The results revealed that phonological awareness and print knowledge were the strongest predictors of early reading and spelling across orthographies. The contribution from rapid naming to literacy development was low in Kindergarten, but similar to that of phonological awareness and print knowledge in Grade 1. The present study identified a significant difference across orthographies in the effects of print knowledge and general verbal ability on spelling in Kindergarten. However, this pattern was explained by cultural rather than orthographic differences. The results indicate that cognitive and language skills underlying early reading and spelling development are similar across alphabetic orthographies. 相似文献
7.
Emily K. Gnaedinger Alycia M. Hund Matthew S. Hesson‐McInnis 《Mind, Brain, and Education》2016,10(4):233-246
The goal was to test whether cognitive flexibility moderates the relation between reading strategy use and reading comprehension during the elementary years. Seventy‐five second‐ through fifth‐grade students completed a think aloud task and a metacognitive questionnaire to measure reading strategies, two card‐sorting tasks to measure general and reading‐specific cognitive flexibility, and one standardized measure of reading comprehension, as well as measures of oral reading fluency and vocabulary. As expected, oral reading fluency and vocabulary predicted reading comprehension, as did reading‐specific flexibility. Importantly, reading‐specific flexibility had a significant moderating effect, over and above the other effects. Specifically, weak reading‐specific flexibility skills were associated with a negative relation between reading strategy use during think aloud and reading comprehension, suggesting that children with weak flexibility skills are less adept at using reading strategies effectively. 相似文献
8.
Bob Algozzine Mary Beth Marr Rebecca L. Kavel Katherine Keller Dugan 《Journal of Education for Students Placed at Risk》2013,18(3):256-270
Fluent oral reading is essential for success in elementary school. In this study, we investigated the effectiveness of enhanced reading fluency instruction for struggling readers. The intervention was provided to small groups of students at risk for reading difficulties. Students were assessed on key early literacy skills. Second-grade students who were at risk for reading failure and who received supplemental intervention scored higher on measures of fluency than students who received only typical classroom instruction; the effects of enhanced fluency instruction were evident across different dosages for many children at risk for reading failure. In addition, statistically significant improvements and relationships were evident for oral reading fluency and comprehension. We discuss guidelines for developing and using the intervention in other classrooms. 相似文献
9.
Sophia Papaioannou Angeliki Mouzaki Georgios D. Sideridis Foteini Antoniou Suzanna Padeliadu 《教育心理学》2016,36(1):138-158
The study assessed cognitive and academic performance of children demonstrating teacher-rated ADHD-related symptoms (Inattention [IA] and/or Hyperactivity/Impulsivity [H/I]) in a representative sample of, largely untreated, Greek elementary school students (N?=?923). A battery of tests assessing short-term memory (STM), sustained attention, executive functions (EFs), reading and math skills were administered. Significant deficits in EFs and STM were restricted to the groups of students displaying inattention symptoms and were only marginally elevated among students showing hyperactivity/impulsivity symptoms alone, in comparison to their non-symptomatic peers. A similar pattern of group differences was observed on tests assessing word- and text-level reading skills. Impaired performance on sustained attention tasks was less evident. Among students who manifested inattention symptoms, those who also showed impaired reading skills presented more severe EFs deficits than typically achieving students. Results demonstrated a close link between EFs, other than inhibition and set-shifting, everyday symptoms of inattention, and achievement in math and word-level reading skills. 相似文献
10.
Pelusa Orellana Lorraine Jacques Riitta-Liisa Korkeamäki Eufimia Tafa Linda B. Gambrell 《International Journal of Early Years Education》2019,27(4):423-440
ABSTRACTWe examined early elementary children’s reading motivation in four different countries. Results revealed that reading motivation is a stable construct in countries like Chile, Finland, Greece, and the United States. Motivation to read followed similar patterns across the countries, with increased scores at the end of the school year. This trend differs from what has been reported in the literature for older students. Significant gender differences were observed mainly for Finnish and Greek students. Understanding early reading motivation from a cross-cultural perspective can help identify commonalities in the initial development of reading motivation, and deepen our understanding about how it may differ in different cultural contexts. 相似文献
11.
The aim of the present research is to assess the developmental pattern of the metacognitive knowledge of attention in Italian primary school students. Data were collected from 95 pupils divided into two age groups: the first (6–8 years) and second primary school cycles (8–10 years). The children were asked to perform two specific thematic drawings on attention vs inattention in the school context. The drawings were coded on the basis of the Children’s Awareness of Attention through Drawing, consisting of five scales which explore the behavioural, pragmatic, cognitive, emotional and social awareness of attention. The analysis of the thematic drawings reveals that from the early years of primary school, children are aware of some components of attention: behavioural awareness, pragmatic awareness and social awareness. Other components are instead acquired as of the age of eight. 相似文献
12.
Marja Vauras Riitta Kinnunen Tiina Rauhanummi 《European Journal of Psychology of Education - EJPE》1999,14(4):555-569
In the present study, the role of metacognition in the context of integrated strategy intervention was examined. The integrated
strategy training in reading comprehension, mathematics, and metacognition was carried out over a period of seven months with
young 9–10-years-old, 3rd grade elementary school students with learning problems. A pretest-post test design with matched
intervention and control groups was applied. Before the intervention, these students and all their classmates had been followed
up through 1st to 3rd grade, and tested with multiple cognitive and metacognitive tasks each year. The results showed that
early, 1st grade, cognitive-metacognitive differences were strongly associated with later problem solving and reading comprehension
proficiency, thus confirming the importance of reading comprehension strategies and metacognition in mathematical problem
solving. Further, marked training effects were found. The growth of metacognitive awareness, experiences and self-regulation
were observed on the basis of behaviour analyses during the intervention and of post-intervention interviews. However, despite
significant training effects, students who were resistant and those who were responsive to training were identified. The results
showed that early metacognitive proficiency is closely associated with the responsiveness to training efforts. The nature
of metacognitive experiences and the early teaching of metacognitive awareness and self-regulation are emphasised in the conclusions. 相似文献
13.
This article provides an overview of recent research in our laboratories on the development of metacognition in gifted and nongifted children. Research examining the development of children's metacognitive knowledge of mental activity concepts, general declarative metacognitive knowledge, and specific metacognitive attributions are reviewed. The present studies found, as had Alexander, Carr, and Schwanenflugel (1995), patterns of gifted and nongifted metacognitive development differed depending on the type of metacognitive knowledge being examined. Specifically, recent research on knowledge of mental activity concepts showed no clear advantages for gifted children over nongifted children. Declarative metacognitive knowledge research continues to support a monotonic advantage hypothesis in which gifted children show consistent advantages over nongifted children during the early elementary school years. This advantage, however, is short-lived due to the possible presence of a ceiling effect showing a closing of the declarative metacognitive knowledge gap between gifted and nongifted children around fourth grade. Finally, recent research on specific metacognitive attributions suggests that more intelligent children develop more sophisticated attributions over time but their ability to use this information may be more dependent on other individual differences variables that may or may not be related to intelligence such as knowledge base familiarity. We conclude that it is important to differentiate the types of metacognitive knowledge being measured in studies as we investigate individual differences in the development of children's metacognitive insights about thinking. 相似文献
14.
The purpose of this longitudinal study was to explore the development of metacognitive knowledge in primary grade children (6–9 years, n=196) from pre-school to third grade. Knowledge about cognitive processes was obtained from children’s oral explanations. The results indicated that the average metacognitive knowledge of the primary grade children developed significantly during the first three school years. The children knew much about simple factors and strategies influencing cognitive activities, but after the first three school years, more complex strategies still remained unfamiliar to them. Moreover, the content analyses of children’s oral explanations revealed interesting differences in children’s metacognitive thinking. There appeared to be two groups of children with either non-developing or developing explanations. In addition, the children understood mental processing better in memory and learning activities, whereas comprehension processes were largely unknown to them. 相似文献
15.
Lorraine McCormack Odilla E. Finlayson Thomas J.J. McCloughlin 《International Journal of Science Education》2013,35(17):2892-2917
In the Irish education system, there is little continuity between the primary and secondary education systems. The transfer between these systems is particularly problematic in the area of science. In order to alleviate some of these problems, as well as to enhance the cognitive development of students, the Cognitive Acceleration through Science Education programme was adapted for use and implemented across the primary–secondary school transition in Ireland. The programme was delivered in a variety of ways across the two levels, including the teacher and researcher teaching the programmes individually and team-teaching arrangements. The results on cognitive development measures showed that the students who were taught the programme in primary and secondary school made significant gains, when compared to the non-intervention group. There were also gains evident for students who only received one part of the programme (i.e. in either primary or secondary school). The greater gains, in terms of effect size, were evident at secondary school. The rationale, methodology and results are detailed in this paper. 相似文献
16.
Shirley Larkin 《Research in Science Education》2006,36(1-2):7-27
This paper tracks the individual development of metacognition in two five year old children over an academic year as they
engage in a cognitive acceleration through science education programme CASE@KS1. Using qualitative analysis and case study
methods it demonstrates how collaborative group work with small children impacts on the development of their individual metacognitive
processing. Important variables that facilitate or hinder this development are teased out and relationships between the groups
and the individual are analysed. Difficulties with the concept of metacognition and in particular how to assess and measure
it are discussed. A framework of analysis based on verbal interactions is developed from the early theories of metacognition
and this is combined with an in-depth grounded analysis. This approach provides insight into what we can mean when we speak
of young children being metacognitive. 相似文献
17.
This study presents a longitudinal examination of the development of reading and reading-related skills of 22 Grade 4 children identified as having reading disabilities (RD) who had been followed since kindergarten. The analyses were conducted to investigate the patterns of emergence of RD as well as reading ability and risk status across the 5 years. The findings of the study are presented with an examination of the trajectories of the children with RD as compared to Grade 4 typical readers (matched for grade, gender, language status, and school) with a similar profile on literacy skills in kindergarten. The results demonstrate the heterogeneous nature of the trajectory of RD in school-age children; although many of the children with RD were at risk in kindergarten, there was a subsample who did not demonstrate reading and phonological difficulties until the third and fourth grades. 相似文献
18.
The purpose of this study was to improve the reading performance of children with learning disabilities using a classroom-based metacognitive reading program. The participants were third- and fourth-level 8- and 9-year-olds (13 boys and 5 girls) at a school for children with learning disabilities. A cross-sectional time series design was used. During pre- and posttesting participants were assessed on two measures of strategy awareness and a measure of perceived self-competence. During the instructional phase the metacognitive reading program was introduced. Participants were assessed on measures of reading performance throughout the study. In general, the findings were positive: Students increased in performance and awareness of strategies from pre- to posttesting. In addition, participants were placed in subgroups based on pretesting assessments. The subgroups differed on their improvements over time. This study provides preliminary evidence that a metacognitive reading program can be used with children with learning disabilities to improve their awareness about reading and their comprehension skills. 相似文献
19.
《Australian Journal of Learning Difficulties》2013,18(2):63-70
Abstract Effective metacognition powerfully supports actioning of complex tasks. The complexity of English orthography makes mastery of reading accuracy (word identification) an extremely complex task. At‐risk readers thus are likely to benefit greatly from effective metacognition of reading accuracy. Optimal reading‐accuracy instruction involves development of conceptual, procedural and conditional knowledges, evidenced in concept and skills development, strategy usage and metacognitive actioning. It is considered likely that metacognition of reading accuracy and metacognition of cognitive processing both support reading‐accuracy mastery in children with reading disability. Student metacognition (baseline and learned) and the role of instructional scaffolding as metacognitive supports are considered integral aspects of skill mastery and generalisation. Needs for research on metacognition in reading‐accuracy development are discussed. 相似文献
20.
The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school 总被引：4，自引：1，他引：4
Megan M. McClelland Alan C. Acock Frederick J. Morrison 《Early childhood research quarterly》2006,21(4):471-490
Recent research indicates that children's learning-related skills (including self-regulation and social competence) contribute to early school success. The present study investigated the relation of kindergarten learning-related skills to reading and math trajectories in 538 children between kindergarten and sixth grade, and examined how children with poor learning-related skills fared throughout elementary school on reading and math. Latent growth curves indicated that learning-related skills had a unique effect on children's reading and math scores between kindergarten and sixth grade and predicted growth in reading and math between kindergarten and second grade. In addition, children with poor learning-related skills performed lower than their higher-rated peers on measures of reading and mathematics between kindergarten and sixth grade, with the gap widening between kindergarten and second grade. Between third and sixth grade, this gap persisted but did not widen. Discussion focuses on the importance of early learning-related skills as a component in children's academic trajectories throughout elementary school and the need for early intervention focusing on children's self-regulation and social competence. 相似文献